J Nurs Educ
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Comparative Study Clinical Trial Controlled Clinical Trial
The effects of family nursing and family medicine clinical rotations on nursing and medical students' self-efficacy for health promotion counseling.
The effects of community-based family nursing and medicine clinical rotations on students' confidence in their knowledge and ability to counsel clients in selected health promotion areas were examined from the perspective of Bandura's (1986) self-efficacy theory. Nursing students (n=66) enrolled in a community family nursing course and medical students (n=71) enrolled in a 6-week family practice clerkship rotation completed questionnaires at three points: prior to, at completion of, and 3 months following their clinical rotations. Nursing and medical students' self-efficacy levels at pretest were similar. ⋯ Students' conception of health (clinical vs. nonclinical) did not have an effect on posttest self-efficacy levels. Self-efficacy scores accounted for 63% of the variance in the nursing students' self-reported use of health promotion principles in their daily practice; but only 11% of the variance in medical students' daily practice. The results of this exploratory study provide information to guide theory-informed curricular decisions to design clinical learning activities that foster the development of health promotion counseling skills in both nursing and medical students.
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This descriptive study used a self-selected sample of 580 newly licensed Virginia registered nurses to examine risk factors for percutaneous (needlestick) and mucocutaneous (splash) exposure incidents to blood or body fluids that occurred while they were nursing students. Fifty-one exposure incidents were reported by 42 respondents (7% of total). ⋯ Similarly, 4 of 10 mucocutaneous incidents occurring during routine procedures were potentially preventable through the use of personal protective equipment. Limited use of safety-engineered devices and personal protective equipment in the occurrence of nursing student exposure incidents suggests that active steps by schools of nursing to ensure student access to and use of personal protective equipment and safety-engineered devices may minimize exposure incident risk for students.
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In response to the need for nurses with advanced degrees, Lehman College of The City University of New York instituted a special pathway to graduate education for registered nurses with baccalaureate degrees in other disciplines. More commonly referred to as the non-BSN program, this alternative pathway has provided the opportunity for approximately 65 registered nurses to obtain the masters degree in nursing during the past six years. The purpose of this study is to evaluate the effectiveness of the bridge course in preparing registered nurses with baccalaureate degrees in fields other than nursing for graduate nursing education.
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Caring is an essential component in nursing that must be affirmed and nurtured. A National League for Nursing resolution in 1990 called for the incorporation of caring in nursing curriculum. Kelley's (1992) study of the major influences on senior nursing students' professional self-concept concluded that faculty were the dominant role models for caring. ⋯ The results indicate that the participants perceived caring as recognition of their unique individuality and the sharing and giving of self and time by the faculty. Some unusual responses, deemed to be "positive-negatives" by the authors, are apparently unique to students at this entry level. The knowledge acquired in this study could be utilized by nursing faculty in order to reinforce or enrich caring interactions with students.
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Caring outcomes in practice depend on a caring teaching-learning process. A transformation in thinking and practice in nursing education, that is congruent with the values of caring is essential to develop the kind of nurses that are needed in today's health care system. ⋯ Watson's carative factors (1988) and Carper's ways of knowing (1978) were utilized as a framework to develop caring strategies to awaken a caring-consciousness among the students. The goals of the project were to provide a caring space for students to dialogue and share their stories and to experience themselves as caring and cared for; and to value and practice caring by implementing creative, knowledgeable, intentional actions for the ultimate good of the patient.